Utopias of the competency approach in education: achievable, unattainable, rethinkable

Abstract

This article analyzes the different ways that the competency-based educational model can express according to the historical development of its approach and implementation. The conceptual perception is visualized from various disciplines that mention it from the general to the particular. The main ideological, scientific and academic positions around this educational model are argued; as an attainable model; rethinking model and as a utopian model. It is argued that these positions have something to contribute to the permanence and improvement of said model, leaving a margin always present subject to interpretive permanence.